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Assessments - Coggle Diagram
Assessments
HOT Questions
Guiding
Using the APE MAN strategy, solve for the number of protons, neutrons, and electrons. Use Calcium for this problem.
Compare the location, charge, and mass of protons, neutrons, and electrons. How are they similar? How are they different?
Closing
A scientist looks at the above Bohr model and classifies the atom as an Aluminum atom. Is the scientist right? If the scientist is incorrect, what element is represented by the Bohr model? How would you prove your answer?
Can you invent a new element? Name your element and list the element's protons, neutrons, and electrons. Create a Bohr model to represent your new element.
Opening
Look at the model of the atom. Can you name the three subatomic particles?
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Interim/Benchmark
Interim or Benchmark assessments are given to students periodically throughout the school year. These assessments are designed to evaluate how much of the content a student has mastered at that point in time
MAP Testing: Students are tested at the beginning of the year, during the middle, and again at the end. This test is designed to analyze student growth throughout the year
STAAR: Students are tested at the state level at the end of the school year. This test is designed to measure student performance on the TEKS covered in class throughout the year.
Formative
Formative assessments are assessments given to receive evidence of student mastery of the content. This feedback will then be used to modify the pacing or materials presented within instruction.
I See, I Think, I Wonder: Students will be shown a visual of an atom on the screen. On a sheet of Notebook paper, students will write down one sentence for each of the following prompts: one thing they see in the picture, one sentence depicting what they think is going on, and then one question that they have. After students complete their sentences, the class can discuss.
Exit Ticket: APE MAN practice. Student will be draw the name of an element out of a hat. On a sticky note, the student will write the name of their element, and then use the APE MAN strategy to solve for the element's number of protons, electrons, and neutrons. Students will stick their note to the door on the way out of class.
Summative
Summative assessments are given at the end of content units. These assessment are designed to assess student mastery of the TEKS covered in that unit.
Unit Assessment:
Students are given a unit test at the end of the unit. Question types are multiple choice, true/false, open ended response, or short essay.
Research Project: Students are given a topic to research. Research can be presented in a presentation given in class, a research essay, or as a project, such as with science fair.
Perfomance
Performance assessments evaluate students as they perform a task, as opposed to traditional assessments that assess students with questions.
Lab Activity: Students will work in a science lab, following a set of given directions to complete an experiment. Students will be evaluated on their performance as they complete the task. The teacher will walk around, observe, and evaluate.
Skit: Students will be given a scientific process that they have to create an original skit that depicts the process. The students will act out their skit for the class while the teacher observes.
Diagnostic
Diagnostic assessments are often used as pre-assessments that analyze what a student knows about a subject before it is taught. Like with formative assessments, this information can be used to help drive instruction.
Concept Maps: Students will be given a blank concept map and a word bank. For example, the concept map could be about atoms and the word bank will consist of vocabulary terms. Students will be tasked with using the given terms to complete the map
Brain Dump: Students will be given a topic such as atoms. Students will then have three minutes to write as much information down as they possibly can about that topic. This information should come directly from what they already know.